Log In 
Language Didáctica de las ciencias experimentales y sociales. No. 40
Permanent URI for this collection
Browse
Recent Submissions
- Evaluación de una propuesta de educación ambiental entre la Universidad y una organización conservacionista. ¡Ayudemos a los aguiluchos cenizos!(Universitat de València, 2021) Ortiz de Santos, Rosa; Santamaría Cárdaba, Noelia; López Luengo, María AntoniaEl aprendizaje-servicio es un eficaz modo de conectar las prácticas académicas con la sociedad. Esta aportación presenta una experiencia educativa que se desarrolló en el marco de una campaña de concienciación sobre la conservación de los aguiluchos cenizos. En este proyecto colaboraron la Sociedad Española de Ornitología (SEO/BirdLife), la Facultad de Educación de Segovia de la Universidad de Valladolid, la Diputación Provincial de Segovia y varias escuelas rurales. El objetivo del artículo es evaluar la utilidad y el alcance de la experiencia diseñada por estudiantes del Grado en Educación Primaria. Para ello, se ha diseñado un cuestionario dirigido a los seis profesionales que implementaron la propuesta entre 2016 y 2018. Los resultados, organizados en cuatro categorías de análisis, evidencian que la experiencia de aprendizaje-servicio ha funcionado adecuadamente, pues, además de tener un indudable valor formativo para las estudiantes implicadas, ha respondido a las necesidades de la campaña de concienciación, cuyo objetivo es generar ciudadanos comprometidos con su entorno.
- Potencial didáctico de la filatelia para estudiar Genética Mendeliana(Universitat de València, 2021) Navajas Pérez, RafaelStamps are a reliable reflection of human history and culture with a didactic potential yet to be explored. Here I present a teaching experience that uses all postage stamps issued to this date to honor the figure of Gregor Mendel and those belonging to postal series in which he is included (56 pieces from 13 countries). A questionnaire was developed with which students of the subject of Basic Genetics from the 2nd year of the Biology Degree worked autonomously on the thematic unit of Mendelian Genetic Analysis. Afterwards, a reinforcement session was performed to clarify the misconceptions or errors identified after the correction of this activity. Subsequently, the experience was evaluated by means of a multiple-choice test. When marks from this study were compared with those obtained by students from the four previous academic courses (who did the same test but did not use the philatelic material to prepare the unit), an average increase of 2.8% was detected in the marks (82.8% of correct answers).
- La actitud hacia el bienestar animal de estudiantes universitarios y personas mayores de sesenta años: el género y la edad como elementos clave(Universitat de València, 2021) Reyes Jiménez, Juan Gabriel; Torres Porras, Jerónimo; Alcántara-Manzanares, Jorge; Rodríguez Hidalgo, Juan RafaelEl objetivo de este trabajo es evaluar y comparar la actitud hacia el bienestar animal de estudiantes de los Grados de Educación Primaria e Infantil y de personas mayores de sesenta años jubiladas pertenecientes a Centros de Participación Activa, a través del cuestionario AWA (Animal Welfare Attitude), siendo la primera vez que se estudia la actitud de este último grupo. Los resultados han mostrado que existen diferencias significativas en la actitud hacia el bienestar animal en función de los grupos de pertenencia señalados y del género. La actitud recogida ha sido favorable en general, pero la más favorable es la del grupo de estudiantes, lo que resulta positivo teniendo en cuenta que en un futuro cercano tendrá la responsabilidad de ejercer su profesión en las aulas.
- Alfabetización cartográfica: un desafío para la formación del profesorado(Universitat de València, 2021) Rodríguez Lestegás, Francisco; Macía Arce, Xosé Carlos; Armas Quintá, Francisco XoséThis paper upholds the relevance of geography as strategic knowledge and as a way of looking at the world, which endorses its usefulness as scholar subject. However, the teaching of geography must be understood as geography education aimed at promoting geographic literacy, which is focused on spatial literacy and the development of spatial thinking that is omnipresent in our daily lives. Geography contributes to this task through cartographic literacy, since maps are powerful instruments to achieve this goal. However, the deficient use of maps in schools is reviewed and the institutional limitations to ensure adequate cartographic literacy among teachers are mentioned. Finally, the need for teachers to receive sufficient training in relation to the necessary competences to conduct the teaching and learning process of cartographic language is stated.
- La empatía histórica, una propuesta didáctica clave para la Formación Profesional Básica(Universitat de València, 2021) Ciriza Mendívil, Carlos DanielOne of the main goals of teaching history has been, for the last decades, historical thinking, as well as the development of historical competences. However, the development and achievement of this goal in Basic Vocational Education and Training (VET) involves enormous complexities. This article presents a case study in which a qualitative methodology based on action research is used through a teaching proposal for the Communication and Society module. Its findings have been collected using two main tools, a sheet for observation and ten interviews. Following some researches about historical thinking, this article supports the idea that historical empathy, indirectly related with cultural empathy, linking history to the students’ contexts and interdisciplinarity in our ways of teaching are the main tools and the best way for developing full historical thinking in the students of basic vocational education and training.
- Enseñar historia en las escuelas públicas del siglo XXI: ¿qué historia enseñar y para qué?(Universitat de València, 2021) García Fernández, Gonzalo AndrésIn this article, the main objective is to discuss, roughly, about the main debates around the teaching of History in the field of education in the 21st century. Although there is intense debate on this matter, there is also consensus, and our task will be to identify which questions have been answered, which have not yet, and in which areas. We will also delve into an analysis of the objectives of these debates, consensus and questions: whether they are more confronted with the way or the content of History teaching in school.
- En busca de una didáctica de la sociología: aportes desde la educación secundaria brasileña(Universitat de València, 2021) Oliveira, AmurabiSocial sciences in secondary education incorporate different school subjects, such as history, geography, psychology, sociology, etc. However, the field of didactics of the social sciences has focused on the didactics of history and geography, as specialized literature shows. On the other hand, in countries such as Brazil, the discussion on the teaching of sociology in secondary education has expanded in recent years, pointing out the need to develop a didactics of sociology. In this article, I seek to point out the foundations of a didactics of sociology based on the Brazilian reality, however, dialoguing with the broader field of didactics in the social sciences. I indicate that the articulation between themes, theories and concepts is fundamental for the teaching of sociology in secondary education, as well as the need to carry out an interdisciplinary didactics with the didactics of the social sciences.
- El conocimiento del entorno en Educación Infantil. Teoría y práctica desde las Ciencias Sociales y su didáctica(Universitat de València, 2021) Millán Escriche, MercedesThe possibility of including, in Early Childhood Education, knowledge related to Social Sciences, such as space and time, has been finding diverse opinions, even for the second cycle. However, it is currently accepted that it is not only pertinent, but inexcusable to initiate a satisfactory progression that improves results in the later levels and that the real challenge for teachers is to apply the appropriate methods and strategies. This is being considered in the training of future teachers with the subject Social Sciences and their teaching in Early Childhood Education taught at the University of Murcia. This is what this work is about, the main objective of which is to highlight the diversity of didactic activities and resources that the students of this subject have been able to develop in order to be used in educational centers, highlighting, in line with current regulation, those relating to the area of Environmental Knowledge.
- Secuencia de tareas para enseñar argumentación en ciencias a profesorado en formación inicial a través de CoRubric. Ejemplificación en una actividad sobre una central salina(Universitat de València, 2021) Cebrián Robles, Daniel; Franco Mariscal, Antonio Joaquín; Blanco-López, ÁngelThis paper presents a sequence of tasks for pre-service teachers to learn to teach and assess argumentation using the ICT open access platform CoRubric. The proposal takes its meaning from ideas coming from argumentation in science and its teaching models: assessment as the axis of design and use of e-rubrics as an instrument for assessing the argumentation capacity. The sequence consists of seven tasks that are exemplified in this work through an activity about obtaining electrical energy in a saline plant. This sequence aims to teach, through student reflection, how to create activities that promote this capacity and how to evaluate it. Finally, CoRubric is highlighted as a tool to assess arguments and the applicability of the sequence of tasks presented.
- Trabajos Prácticos de Laboratorio y Modelos didácticos: una propuesta de clasificación(Universitat de València, 2021) Zorrilla, Erica Gabriela; Mazzitelli, Claudia AlejandraPractical Laboratory Work does not always contribute to the construction of student´s knowledge, as many authors point out. Given that this can be attributed to different aspects, it is necessary to analyze and classify them taking into account not only the characteristics of the experimental work, but also considering that the differences in their contributions could be based on the didactic model that underlies the teaching practice. This article presents a classification proposal in which elements of the most used classifications are integrated, both for the Practical Laboratory Work and for the didactic models. This classification aims to be a tool that can contribute to the analysis of experimental practices and the explanation of the basic assumptions, reflecting on their scope in both teaching and learning.
